one common voice – one plan michigan continuous school improvement mi- csi

One Common Voice – One Plan

Michigan Continuous School Improvement

MI- CSI

One Common Voice – One PlanOne Common Voice – One Plan

Michigan Continuous School ImprovementMichigan Continuous School ImprovementStages and StepsStages and Steps

Implement Plan Monitor PlanEvaluate Plan

Develop Action Plan

Getting ReadyCollect School DataBuild School Profile

StudentAchievement

Analyze DataSet Goals

Set Measurable ObjectivesResearch Best Practice

One Common Voice – One PlanOne Common Voice – One Plan Michigan Continuous School ImprovementMichigan Continuous School Improvement

Steps and ToolsSteps and Tools

• Getting Ready• Collect Data• Build Profile-Analyze Data

School Data Profile/Analysis School Process Profile/Analysis Summary Report

• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans• Implement Plan• Monitor Plan• Evaluate Plan

Comprehensive Needs

Assessment

School Improvement

School Process Profile/Analysis School Data Profile/Analysis Summary Report

• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans for 2011-12

• Implement 2011-12 Plan• Monitor 2011-12 Plan• Evaluate 2011-12 Plan

School Process Profile/Analysis School Data Profile/Analysis Summary Report

• Set Goals • Set Measurable Objectives• Research Best Practice• Develop Action Plans for 2012-13

• Implement 2012-13 Plan• Monitor Plan 2012-13 Plan• Evaluate 2012-13 Plan

2010-11 2011-12

2011-12 2012-13

School Start up 2011

Spring 2012 Fall-Winter

School Process Profile/Analysis (90) OR NCA – SA Feb or March 2012

School Data Profile/Analysis Sept 1, 2012

School Improvement Plan Sept 1, 2012

Annual Education Report Aug 15, 2012

Reporting Requirements 2011-12 Reporting Requirements 2011-12

• Role of the SI Chair

• Sharing the SI Plan • Meeting Calendar – Planning for the Year • The “How-To’s” of Monitoring • Tackling the School Process Rubrics (90) Report • Ongoing Communications

TopicsTopics

Comprehensive Needs

Assessment

School Improvement

Professional Learning Communities at Work, Richard DuFour & Robert Eaker, 1998

One Common Voice - One PlanOne Common Voice - One PlanStep 1: Getting ReadyStep 1: Getting Ready

Mission, Vision, and BeliefsMission, Vision, and Beliefs

Mission Statement: Why do we exist?Your Mission/Purpose Statement describes your current reality. It needs to be crystal clear and only one line long.

Vision Statement: What do we wish to become?Whereas mission establishes an organization's purpose, vision instills an organization with a sense of direction. It asks, “If we are true to our purpose now, what might we become at some point in the future?”

Belief Statements: What do we value?Beliefs are the assumptions we make about ourselves, about others, and about how we expect things to be. Beliefs reflect how we think things really are.

Leadership team:

Meets monthly to look at all school wide academic and behavior issues- various members attend relevant PD. Team works with MEAP, DIBELS, SWIS, etc. Provides leadership for SI and for PLC/GLMs – ensuring clarity of responsibilities and accountability (monitor, feedback)

MATH team:Meets as needed to review

School Improvement Team:Made up of all staff or

representatives of goal area teams… may rotate. Meets monthly to review progress on goal area strategies. Discusses roadblocks and need for changes to the plan. Evaluates outcomes.

READING team:Meets as needed to review

BEHAVIOR team:Meets as needed to review WRITING team:

Is a cross-grade level team. (all staff members are on a team?) Members are responsible to take information to grade level meetings. Meets as needed to work on the goal strategies.

Grade 6 team:Meets monthly to discuss curriculum, instruction, asses GRADE 7 team:

Meets monthly to discuss curriculum, instruction and asses

GRADE 8 team:Meets monthly (semi-monthly?) to discuss curriculum, instruction, and assessment results. Develops grade level plans for each goal area and strategy.

Team StructuresTeam Structures

Organization and StructuresOrganization and Structures

• Calendar Calendar • Effective MeetingsEffective Meetings• CommunicationsCommunications

Resource:Tools for School Improvement (www.michigan.gov/schoolimprovement) Developing a Shared Decision Team

Holding a Shared Vision Organizing Staff Communications Running Effective D-M Meetings

One Common Voice - One PlanOne Common Voice - One PlanGather: Getting ReadyGather: Getting Ready

Reference Unknown – Senge, Peter

Comprehensive Needs

Assessment

School Improvement

One Common Voice – One PlanOne Common Voice – One Plan Step 2: Collect Data Step 2: Collect Data

Four Kinds of Data: Examples Four Kinds of Data: Examples

Achievement/ Student

Outcome Data

Local AssessmentsState AssessmentsNational Assessments

Demographic or

Contextual Data

Student SubgroupsEnrollmentAttendanceParent InvolvementTeaching Staff

Process Data

Policies & Procedures

School Process Rubrics (40 or 90)Or SA/SAR (NCA)

Perception Data

Survey DataOpinions

ExamplesDemographic: describes context Achievement: across various assessments Perceptions: stakeholder groupsProcess: procedures and policies (EdYES!)

One Common Voice – One PlanOne Common Voice – One Plan Steps 2-4: Collect, Profile, Analyze Data Steps 2-4: Collect, Profile, Analyze Data

School Data Profile/Analysis School Data Profile/Analysis

School Context Staff Students Community Perceptions Achievement

Components Questions• Enrollment Patterns/Trends?• Mobility & Attendance Highest/Lowest?• Grade Level Achievement Causes?• Subgroup Achievement Areas of Concern? • Students with Disabilities Implications?• Limited English Proficient Possible Actions? • Extended Learning Opps• Staff Demographics• Perception Data• Parent & Community• Health and Safety

• Pre-populated data – Enrollment and achievement– Updated 2 times per year

• Submit ANSWERS- do not upload DATA • Enter something in every text box • This is a process

School Process Profile/Analysis School Process Profile/Analysis

School Processes- How things are done(Standards and Rubrics)

School Improvement FrameworkSchool Improvement Framework

School Process Rubric ExampleSchool Process Rubric Example

Getting Started Partially Implemented Implemented Exemplary

Teachers provide an initial outline of a unit of study but the specific goals and objectives of the unit are not made clear to the students.

While all teachersprovide students withan initial unit outline,some teachers also preview the goals andobjectives of the units of study with students.

A process is in place for all teachers to preview the goals and objectives of the units of study with students.

A system is in place that provides all teachers with a developmentally appropriate way ofarticulating the curriculum to their students.

Teachers provide meaningful examples of real life application of the goals and objectives of each unit of study.

At the beginning of a unit of study, students are provided a clear understanding of how the goals and objectives will be assessed.

Documents written in student-friendly language are translated into other primary spoken and written languages of the schooland are reviewed orally.

Strand I - Teaching For Learning » Standard 1 - Curriculum » Benchmark B - Communicated

Key Characteristic - I.1.B.2 Students: The school makes a concerted effort to assure that all students have a clear understanding of what they are studying and why they are studying it.

School Process Profile/AnalysisSchool Process Profile/Analysis

• No “grade”, just credit • Research base – source of strategies • SPR 90 in 2011-12

One Common Voice – One PlanOne Common Voice – One Plan Step 4: Analyze Data Step 4: Analyze Data

Summary AnalysisSummary Analysis

Strengths Weaknesses

Content Goals Process NeedsConsiderations

Priorities

Comprehensive Needs

Assessment

School Improvement

One Common Voice - One PlanOne Common Voice - One Plan School Improvement Plan School Improvement Plan

HierarchyHierarchy

Goal Structure allows for multiple objectives and strategies—and multiple activities for each strategy.

One Common Voice – One PlanOne Common Voice – One Plan Step 5: Set GoalsStep 5: Set Goals

Goals based on Data Goals based on Data

• All students will be proficient in _____. • Gaps

– Proficiency gap with state, ideal, other – Subgroup gaps – Grade level or course gaps – Strand or item gaps – Consider trends

One Common Voice – One PlanOne Common Voice – One Plan Step 5: Set GoalsStep 5: Set Goals

Goals based on Data Goals based on Data

• Causes for the gaps – Look for the root causes – Processes (the way we do things) – Brainstorm possibilities; then collect

data to verify – Look for causes with high levels of

control and impact

• Data Used / Criteria

One Common Voice – One PlanOne Common Voice – One Plan Step 6: Set Measurable ObjectivesStep 6: Set Measurable Objectives

ObjectivesObjectives

• “SMART” (Specific, Measureable, Attainable, Relevant, Time bound)

• Who will be able to do what by when as measured by what? (Increase ___ from ___ to ___ by ___.)

• EXAMPLE Increase informational reading school wide from 53%

(2010-11) to 65% proficient as measured by the MEAP by Fall 2012. Increase the percentage of non-disabled students proficient on the MEAP Reading Informational Text strand from 56% to 65% and of students with disabilities from 35% to 55%.

One Common Voice – One PlanOne Common Voice – One Plan Step 7: Research Based StrategiesStep 7: Research Based Strategies

Strategy FeaturesStrategy Features

• Aligned with Gaps and Objective • Adult actions • Implementation Science Screen

– Is it the right thing to do? – Can we do it the right way?

• EXAMPLE Teachers in all content areas will implement Marzano’s

6-Step process for teaching academic vocabulary.

School Process Indicators

What Works Website Center on Instruction

Instructional Strategies That WorkFlorida Center for Reading Research

PLCs-National Staff Development Council

Visible Learning: John Hattie

One Common Voice - One PlanOne Common Voice - One PlanStep 7: Research Best PracticeStep 7: Research Best Practice

ResourcesResources

One Common Voice – One PlanOne Common Voice – One Plan Step 8: Develop Action Plan Step 8: Develop Action Plan

Action StepsAction Steps

• Detailed (what, who, when, how much) • Sequenced • Addresses or considers:

– professional development (initial and ongoing)– purchase and/or development time for materials – clear implementation expectations– collaboration and communication – accountability (individual and group)

Activity to implement

the strategy

Staff responsible to

implement

Timeline

Begin End

Resources

Amt Source

One Common Voice – One PlanOne Common Voice – One Plan Step 8: Develop Action PlanStep 8: Develop Action Plan

Matrix –type Template Matrix –type Template

Comprehensive Needs

Assessment

School Improvement

Activity to implement strategy

Staff responsible

to implement

Timeline

Begin End

Resources

Amt Source

Monitoring Activities

Evidence of

Success

One Common Voice – One PlanOne Common Voice – One Plan Step 9: Implement Step 9: Implement Monitoring Detail Monitoring Detail

One Common Voice – One PlanOne Common Voice – One Plan Step 10: Monitor Step 10: Monitor

Action Plan Monitoring Action Plan Monitoring

Activity Monitoring Plan

Evidence

Staff will receive PD on effective vocabulary instruction.

Staff will implement ___ vocabulary instructional methods in October.

Teachers will monitor students’ vocabulary growth.

One Common Voice – One PlanOne Common Voice – One Plan Step 10: MonitorStep 10: Monitor

Monitor Implementation and Impact Monitor Implementation and Impact

Monitor Implementation (Adults) • Reporting Schedule • Address Implementation Issues • Adjust Plan

Monitor Impact (Students) • Appropriate Assessments

One Common Voice – One PlanOne Common Voice – One Plan Making it REAL Making it REAL

Sufficient Detail

Data and Plan Review(monthly?)

Monitoring Questions(quarterly?)

Activity to implement strategy

Staff responsible

to implement

Timeline

Begin End

Resources needed

Amount Source

Monitoring Activities

Evidence of

Success

Name 1=B 2=C 3=D 4=C 5=A %

Tef Pofw D 80

Dir Disn A A A D 20

Jfl Kfdl A 80

Kfl Bdls 100

Msd Esjkld A 80

Wfd Sjkl A A B D 20

Dke Iddskl A A 60

Vsakl Qklfs 100

Osk Hsakld C 80

Wslj Xads 100

Sdfkl Bsk 100

Eklds Oskld A D 60

Qsj Bsldk A 80

NCLB and PA 25 Require Annual Evaluationof the following:

• Implementation of the Plan• Impact of the Plan in terms of Student achievement

results using State assessment and other data

In addition, evaluative information should be used to modify the plan as needed

ISD/RESAs are required by PA25 to provide technical assistance to schools and districts to develop annual evaluation plans.

One Common Voice – One PlanOne Common Voice – One Plan Step 11: Evaluate Step 11: Evaluate

RequirementsRequirements

One Common Voice – One PlanOne Common Voice – One Plan Step 11: EvaluateStep 11: Evaluate

Evaluate Implementation and Impact Evaluate Implementation and Impact

Evaluate by strategy • Did we implement the strategy?• What was the impact on students?

Evaluate by goal area • What did we learn?• Did we meet our objective?

MDE Website (SI Framework)

Advanc-Ed Website (Templates)

MI-MAP Toolkit

Van Buren ISD moodle

Resources Resources

School Improvement Planning

• Plans are nothing; planning is everything. Dwight D. Eisenhower

• Without some goals and some efforts to reach them, no man can live. John Dewey

• The wise man bridges the gap by laying out the path by means of which he can get from where he is to where he wants to go. John Pierpont Morgan

• Reduce your plan to writing. The moment you complete this, you will have definitely given concrete form to the intangible desire. Napoleon Hill

Leader as Lone Nut

one common voice – one plan michigan continuous school improvement mi- csi

school process rubrics

school wide academic

report ongoing communications

annual education report

vision statement

stepsanalyze dataset

si chairsharing

leadership team

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